Mobile App Project Proposal: Betsy Scherertz
- 2. GD492 + INDEPENDENT STUDY designing a mobile application and website to act as teaching aid for both teachers and students, in a fourth grade lesson plan on energy and carbon saving techniques at school and at home.
- 4. APPS LIKE MINE green apps for adults there are numerous apps for carbon footprints, public transportation, driving, keeping track of fuel, travel, green tips, green shopping, eating and drinking, planting trees and so on.
- 5. APPS LIKE MINE green apps for adults green apps for kids there are numerous apps for carbon footprints, public transportation, driving, keeping track of fuel, travel, green tips, green shopping, eating and drinking, planting trees and so on. iMatter connects kids to other kids that are taking action in the “green revolution.” Aimed towards preteens and teenagers. Mobile app created by Zidware that has not yet been released, designed to educate kids on the environment through games and activities.
- 6. MY USERS > technologically equipped schools (access to iPod Touch and a computer)
- 7. MY USERS > > technologically equipped schools (access to iPod Touch and a computer) 4th graders
- 8. MY USERS > > > technologically equipped schools (access to iPod Touch and a computer) 4th graders 4th grade teachers
- 10. UNDERSTANDING MY USERS the students *information based on interview with teacher and her students from Club Boulevard Elementary School > > > > > > love hands on activities need visuals it is best for them to think they are not learning (school becomes fun) it tends to help if they are confronted with problems or issues within their own town and environment enjoy being provided with solutions that they themselves can change like to make personal connections with what they are learning
- 11. UNDERSTANDING MY USERS the students the teachers *information based on interview with teacher and her students from Club Boulevard Elementary School > > > > > > love hands on activities need visuals it is best for them to think they are not learning (school becomes fun) it tends to help if they are confronted with problems or issues within their own town and environment enjoy being provided with solutions that they themselves can change like to make personal connections with what they are learning > > > > have mainly use books (not textbooks) to help teach kids environmental concepts and saving energy. want their kids to take the knowledge they gain from school and use it in their home. the more they touch on an issue, the more the kids will remember it, resulting in a bigger impact. are willing to embrace technology and already do depending on school’s access to certain tools.
- 12. HOW WILL IT WORK?
- 13. HOW WILL IT WORK? the website teachers can teach using specifically designed pages on the website, for the environmentally related curriculum kids then access the website at school or at home, to keep track of their energy saving progress school homeclassroom website classroom
- 14. HOW WILL IT WORK? the website the mobile application teachers can teach using specifically designed pages on the website, for the environmentally related curriculum kids then access the website at school or at home, to keep track of their energy saving progress in groups, kids will use an iPod Touch to complete an energy saving scavenger hunt in and around school after completing the scavenger hunt, each groups’ results can be loaded onto the website and discussed everything is then accessible at home by both teachers and students school homeclassroom website classroom mobile application group 1 group 2 group 3 group 4
- 16. POINTS OF INTERACTION > first interaction takes place in the classroom using the website
- 17. POINTS OF INTERACTION > > first interaction takes place in the classroom using the website kids then interact with the mobile app by taking turns with the iPod Touch in small groups to complete the energy saving scavenger hunt
- 18. POINTS OF INTERACTION > > > first interaction takes place in the classroom using the website kids then interact with the mobile app by taking turns with the iPod Touch in small groups to complete the energy saving scavenger hunt interaction takes place during a class period or however long the teacher decides
- 19. POINTS OF INTERACTION > > > > first interaction takes place in the classroom using the website kids then interact with the mobile app by taking turns with the iPod Touch in small groups to complete the energy saving scavenger hunt interaction takes place during a class period or however long the teacher decides students then continue to save energy at their home, and interact with the website at home or school to access and record their progress
- 21. LOCATIONS INTERACTION OCCURS > both public and private, public in the school setting with teacher and other children, may be accessed privately at home
- 22. LOCATIONS INTERACTION OCCURS > > both public and private, public in the school setting with teacher and other children, may be accessed privately at home usage is structured while at school, but can be completed and accessed on a student’s own time at home
- 23. THE USER’S GAIN
- 24. THE USER’S GAIN > the mobile app will be able to provide students personal experi- ence with real life examples of ways to save energy in a fun way
- 25. THE USER’S GAIN > > the mobile app will be able to provide students personal experi- ence with real life examples of ways to save energy in a fun way they will receive the satisfaction of being able to make a difference within their school and at home
- 26. THE USER’S GAIN > > > the mobile app will be able to provide students personal experi- ence with real life examples of ways to save energy in a fun way they will receive the satisfaction of being able to make a difference within their school and at home they get the use of technology while still keeping active in and around their school
- 27. THE USER’S GAIN > > > > the mobile app will be able to provide students personal experi- ence with real life examples of ways to save energy in a fun way they will receive the satisfaction of being able to make a difference within their school and at home they get the use of technology while still keeping active in and around their school learning the benefits of saving energy at an early age, could influ- ence smarter “greener” decisions as they grow older.
- 28. THE END